Roseburg Schools is committed to ensuring that every student becomes a confident and capable reader. Early identification and support for reading difficulties, including risk factors related to dyslexia, are an important part of our district-wide literacy and Multi-Tiered System of Support (MTSS) work.

What is Dyslexia?

OAR 581-002-1800 defines dyslexia as a specific learning disability that is neurobiological in origin. Students with dyslexia may experience difficulty with accurate or fluent word recognition, spelling, and decoding. These challenges are often connected to the phonological component of language and can occur even when high-quality instruction is provided. Dyslexia can also affect reading comprehension and limit students’ exposure to vocabulary and background knowledge.

How Roseburg Identifies Risk Factors

Oregon school districts do not diagnose dyslexia. Instead, they screen for early risk factors that may indicate a student needs additional reading support. Roseburg follows all state requirements and incorporates these practices into our larger MTSS framework.

Our district implements the following:

• All students in kindergarten through grade five participate in universal reading screening three times each year.
•  In kindergarten through grade three, students are screened using tools that measure phonological awareness, rapid naming, and how well they connect sounds to letters.
•  In grades one through five, students are also assessed in reading accuracy and fluency.
•  Beginning in grade two and continuing through grade five, students are screened for reading comprehension.

These screenings help us identify student strengths and determine who may need additional support.

• Students who show signs of reading difficulty receive targeted instruction and supports as part of our MTSS system.
• Every K to 5 school has at least one teacher who has completed the state-required dyslexia training.
• Screening results are used along with classroom data to guide instructional decisions and determine the level of support each student needs.

Our Literacy Commitment in Roseburg
Roseburg Schools believes that learning to read and write is essential for every student. Strong literacy skills ensure access to rigorous learning and prepare students for future success in college, career, and life. Our district supports students through the following practices:

• High-quality instructional materials grounded in the science of reading and designed to support all learners.
• Systematic, explicit instruction in foundational reading skills, including phonological awareness and phonics.
• Ongoing professional learning for teachers focused on effective literacy instruction and intervention.
• Use of diagnostic and formative assessments to identify student strengths and needs, monitor progress, and guide instruction.
• Frequent progress monitoring to ensure that supports are timely and responsive.
• Trained Academic Coaches who assist schools with literacy instruction, data review, and implementation of the district’s MTSS framework.
• Targeted, skill-based instruction provided in addition to core instruction for students who are significantly below grade level.

Our Commitment to Families
Roseburg Schools is dedicated to working in partnership with families to support early reading development. We believe that every student can learn to read with the right instruction and the right support. Our goal is to identify needs early, provide targeted help, and ensure that literacy instruction is consistent, aligned, and effective across all elementary schools.

If you would like more information about reading instruction, dyslexia screenings, or supports available in your school, please contact Dr. Jill Weber, Director of Teaching and Learning.